This PowerPoint was used on the Saturday, November 1, 2008 training. The PLC roll-out began in August, 2008.

1. Learning by Doing: The Power of Professional Learning Communities 11.01.08 Rosemary Seitel Facilitator Foundation: Work of DuFour & Eaker

3. Conceptual Framework A solid foundation of collaboratively developed and widely shared mission, vision, values and goals. Collaborative teams who work interdependently to achieve common goals linked to the purpose of learning for all. A commitment to continuous improvement and a constant focus on results.

5. If visitors came to your school for the very first time, what behaviors would they observe that would indicate learning was indeed the central, overriding purpose of the school? Large Post-Its Discuss (write) the ways in which the essential element is evident in your school.

6. Vision, Mission, Values and Goals

7. Through New Eyes

8. Wrap-Up

9. Is every teacher in your school clear on what each student should know and be able to do as a result of each grade level, course, or unit of instruction?

10. Professional Development Professional Learning

11. http://www.spike.com/video/cat-herding/2666557

12. Factory Model: Focus on Procedures Rather Than Results

13. N  S  D  C NSDC’s purpose is ensuring that every educator engages in effective professional learning every day so that every student achieves. Creating the Building Blocks for Professional Learning

14. N  S  D  C From the Editor: Enabling teachers to meet together everyday does not make them a professional learning community. Becoming a professional learning community requires intention , a focus on learning , a focus on results , a commitment to collegiality , an a willingness to reshape the school’s culture . Tracy Crow, JSD, Summer 2008

15. N  S  D  C SCHOOL IMPROVEMENT STUDENT ACHIEVEMENT LEADERSHIP PROFESSIONAL LEARNING via PLC MODEL CURRICULUM AND ASSESSMENT QUALITY TEACHING SCHOOL CULTURE SAFE LEARNING ENVIRONMENT DATA INTERVENTIONS VISION AND GOALS

21. Principles shape our thoughts, words, and actions. They influence our decisions. They guide us in problem-solving. They serve as touchstones that we continually return to when we face conflict, dilemmas, or challenges. They set a common foundation shared by members of a community. The Learning Educator, Stephanie Hirsh and Joellen Killion, NSDC, 2007 What are the principles that should guide the learning experiences of the educators in the district?

25. “ Schools have traditionally operated from the premise that educators have a responsibility to provide students with the opportunity to learn. Whether or not students actually learn depends on factors educators cannot influence, such as innate ability, student motivation, a home environment that supports and encourages learning, student work habits, and so on.”

26. “ A professional learning community is an ethos that influences every single aspect of a school’s operations. When a school becomes a professional learning community, everything in the school looks different than it did before.”-Andy Hargreaves

31. Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that does. -Margaret Mead

32. A Focus on Results-facilitator’s manual pg. 4 What kind of data do we receive at our school?” questions on page 5

33. Tracking and Assessing Cultural Shifts-Where do our schools currently stand on these issues?-pg 5

37. The Charles Darwin School “We believe all kids can learn…

39. A Culture of Collaboration How teams work in a professional learning community: how they are organized what their purpose is, & what steps will help a group of teachers become a collaborative team.

40. Collaboration or Coblaboration?

41. Collaborative team: A group of people working interdependently to achieve a common goal for which members are mutually accountable. “ These are my kids, my room, and I am the ruler of my room.”

43. Team norms: Protocols or commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve shared goals.

55. Our Model District Leadership Team Math Task Force St. Behavior Task Force LA/L Task Force School PLCs Task force leaders & Rep from each school

68. “ 4 Disciplines of Execution” and Professional Learning Communities aligned district-wide using the task-force organizational structure Your choice in how you address your schools other improvement goals and urgent tasks.

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